i-xxii Front matter.qxd - Brandeis Institutional Repository
i-xxii Front matter.qxd - Brandeis Institutional Repository i-xxii Front matter.qxd - Brandeis Institutional Repository
El Barrio / 91project, a collective portrait of the residents of Spanish Harlem. During the1940s, when Negro civil rights became a major issue for the CPUSA, Neelstaked out a new center of activity, quite different from the territory to thenorth claimed by Party activists. There, by calling into question current deƒnitions—political,anthopological, and artistic—of “race,” Neel crossed boundariesthat had been created by the artiƒcial partitioning of our society along ablack-white axis.The community is depicted through two genres; ƒrst, the posed portraits ofthe residents, and second, the physical environment, the social container orbody. The two genres are related compositionally: frontal and imperturbable,each is both face and façade. These face-ades present themselves for viewingbut cannot be penetrated. Her project is to make visible a culture through itspeoples and its dwellings, but not to categorize. Instead, the two “fronts” onwhich she approaches the subject represent two potential avenues for knowing,rather than assembled bodies of knowledge. The strength of Neel’s projectlies in its very limitations. For the most part, her sitters sit in her space, theirbodies and faces revealing their response to the presence of an unfamiliar whitewoman. They frequently remain unnamed, or acknowledge the strangeness oftheir names by anglicizing them: Call me Joe (1958, ƒg. 72). She does not speakfor them; rather, she makes them visible, as individuals, family members, andas part of an ethnic group. Although she does not “interpret” them or visualizetheir habitats and their activities for our interpretive gaze, she gives them citizenshipby welcoming them into her space.Neel not only uses two genres but also frequently uses compositional doublingto underscore the question of sameness/difference. The children in TwoBlack Girls (ƒg. 7) appear African American, but their Hispanic names (Antoniaand Carmen Encarnacion), parenthesized in the title, establish dualBlack/Hispanic “racial” identities, just as their contrasting poses and facial expressionssuggest different personality types. Doubling can also be used to con-„ate distinctions and cross boundaries; for instance, the tenement façades inFire Escape (1948, ƒg. 73), uniform in their repeated patterns of blank windows,set into question that sameness by doubling it against the „at pattern ofshadows, so that differences between substance and image, inside and outside,become indistinguishable. Neel’s project is not an art of the studio addressedto an educated public of potential purchasers, but an art of the neighborhoodthat permitted a class largely invisible to the middle-class culture to view itself.The process of painting was thus an honoriƒc one with a communal purpose,rather than the means to an end of museum exhibition or private ownership.Although the predominance of children in Neel’s portraits from the 1940sand 1950s can be explained by the fact that her primary energies were directedtoward the raising of her two boys, her focus on children also re„ects the fact
92 / Neel’s Social Realist Artthat during the Cold War years, when women were pressured to return to thehome, America became a child-centered society. According to the sociologistElaine Tyler May, mothers were now informed that they were “the architectsof peace,” and that “The new philosophy of child guidance makes of parenthoodnot a dull, monotonous routine job, but an absorbing creative profession.”1 May’s Homeward Bound argues that “The powerful political consensusthat supported cold war policies abroad and anticommunism at home fueledconformity to the suburban family ideal.” 2 One indicator of the importance ofthe child in the postwar family was the custom of commissioning their portraits,which would then adorn the living room wall. Whether paintings orphotographs, these images confronted children with their idealized selves asthe focus of their world. The children Neel painted, on the other hand, did notcome from homes where their own faces were likely to occupy the center ofthe family space. In convincing the children of Spanish Harlem to participatein this ritual, Neel temporarily erased class differences.During the 1940s and 1950s, when the middle class migrated to the suburbs,Neel painted what the sociologist Michael Harrington would call in1962 “The Other America,” “an America of poverty . . . hidden today in a waythat it never was before. Its millions are socially invisible to us...” 3 Ten yearsearlier, the publication of Ralph Ellison’s The Invisible Man had articulatedthe effect of that social invisibility on the “emotional experience” of nonwhites.As he wrote in the ƒrst and last paragraphs of his Prologue:I am an invisible man . . . I am invisible, understand, simply because people refuse tosee me . . . When they approach me they see only my surroundings, themselves, orƒgments of their imagination—indeed, everything or anything except me . . . I amone of the most irresponsible beings that ever lived. Irresponsibility is part of my invisibility;any way you face it, it is a denial. But to whom can I be responsible, andwhy should I be, when you refuse to see me? Responsibility rests upon recognition,and recognition is a form of agreement. 4Both sociologist and novelist isolate the key strategy by which inequitableclass relations are maintained: a willed social myopia. Neel’s Spanish Harlemproject achieves a pictorial recognition between classes by having her sittersaddress her—that is, address the whiteness that was equally invisible becausenormative.East Harlem, the area between Fifth Avenue and the East River, which,bounded by 125th and 96th streets on the north and south, was at the turn ofthe century an ethnic slum housing a populace mostly of Russian Jewish, Italian,and Irish origin. After World War I, Puerto Ricans, as well as smaller groupsof Cubans and Dominicans, moved into the area in large numbers, providing
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- Page 136 and 137: A Gallery of Players / 113be lost a
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92 / Neel’s Social Realist Artthat during the Cold War years, when women were pressured to return to thehome, America became a child-centered society. According to the sociologistElaine Tyler May, mothers were now informed that they were “the architectsof peace,” and that “The new philosophy of child guidance makes of parenthoodnot a dull, monotonous routine job, but an absorbing creative profession.”1 May’s Homeward Bound argues that “The powerful political consensusthat supported cold war policies abroad and anticommunism at home fueledconformity to the suburban family ideal.” 2 One indicator of the importance ofthe child in the postwar family was the custom of commissioning their portraits,which would then adorn the living room wall. Whether paintings orphotographs, these images confronted children with their idealized selves asthe focus of their world. The children Neel painted, on the other hand, did notcome from homes where their own faces were likely to occupy the center ofthe family space. In convincing the children of Spanish Harlem to participatein this ritual, Neel temporarily erased class differences.During the 1940s and 1950s, when the middle class migrated to the suburbs,Neel painted what the sociologist Michael Harrington would call in1962 “The Other America,” “an America of poverty . . . hidden today in a waythat it never was before. Its millions are socially invisible to us...” 3 Ten yearsearlier, the publication of Ralph Ellison’s The Invisible Man had articulatedthe effect of that social invisibility on the “emotional experience” of nonwhites.As he wrote in the ƒrst and last paragraphs of his Prologue:I am an invisible man . . . I am invisible, understand, simply because people refuse tosee me . . . When they approach me they see only my surroundings, themselves, orƒgments of their imagination—indeed, everything or anything except me . . . I amone of the most irresponsible beings that ever lived. Irresponsibility is part of my invisibility;any way you face it, it is a denial. But to whom can I be responsible, andwhy should I be, when you refuse to see me? Responsibility rests upon recognition,and recognition is a form of agreement. 4Both sociologist and novelist isolate the key strategy by which inequitableclass relations are maintained: a willed social myopia. Neel’s Spanish Harlemproject achieves a pictorial recognition between classes by having her sittersaddress her—that is, address the whiteness that was equally invisible becausenormative.East Harlem, the area between Fifth Avenue and the East River, which,bounded by 125th and 96th streets on the north and south, was at the turn ofthe century an ethnic slum housing a populace mostly of Russian Jewish, Italian,and Irish origin. After World War I, Puerto Ricans, as well as smaller groupsof Cubans and Dominicans, moved into the area in large numbers, providing